childhood education; every activity included in the curriculum at this stage should feel like play to the child, no matter how purposeful its design and inclusion may be to the teacher designing the program. Erikson describes the psychological and developmental effects of the process of playing: "When man plays he must intermingle with things and people in . . . [an] uninvolved and light fashion. He must do something which he has chosen to do without being compelled by urgent interests or impelled by strong passion; he must feel entertained and free of any fear or hope of serious consequences."
Play in general is critical to the early learning experience, but, as Jamie Sorcher observes, "School plays a major role in our lives . . . but there are no certainties as to what might actually make a [critical] difference in . . . [the early years] of life." Therefore, the curriculum used must be diverse and adaptable to the individual's needs and stage of development. The teacher must include as many different activities as possible, both to stimulat
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